Three domains of learning –
What are the differences between the cognitive, affective, and psychomotor
taxonomies?
There are three main domains of learning and all teachers should know about them and
use them to construct lessons. These domains are cognitive (thinking),
affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on this
page has a taxonomy associated with it. Taxonomy is simply a word for a classification. All
of the taxonomies below are arranged so that they proceed from the simplest to more
complex levels.
The domains of learning were first developed and described between 1956-1972. The ones
discussed here are usually attributed to their primary author, even though the actual
development may have had more authors in its formal, complete citation (see full citations
below). Some web references attribute all of the domains to Benjamin Bloom which is
simply not true. While Bloom was involved in describing both the cognitive and the affective
domains, he appeared as first author on the cognitive domain. As a result this bore his
name for years and was commonly known among educators as Bloom’s Taxonomy even
though his colleague David Krathwohl also a partner on the 1956 publication. When
publishing the description of the affective domain in 1964 Krathwohl was named as first
author, but Bloom also worked on developing this work. Krathwohl’s involvement in the
development of the cognitive domain will be become important when you look at the authors
of the 2001 revisions to this taxonomy.
Three domains of learning
Benjamin Bloom (Cognitive Domain),
David Krathwohl (Affective Domain), and
Anita Harrow (Psychomotor Domain).
Many veteran teachers are totally unaware that the cognitive/thinking domain had major
revisions in 2000/01. Here I have included both the original cognitive domain, and I have
also attached it to the newly revised version so that users can see the differences.
The newer version of Bloom’s Taxonomy of Learning has a number of added features
that can be very useful to educators as they try to construct optimal learning experiences. I
hope readers will explore the differences and additions through the links provided on this
page.
Also, when possible, I believe teachers should attempt to construct more holistic
lessons by using all 3 domains in constructing learning tasks. This diversity helps to
create more well-rounded learning experiences and meets a number of learning styles and
learning modalities. Using more diversity in delivering lessons also helps students create
more neural networks and pathways thus aiding recall.
The Original Cognitive or Thinking Domain –
Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives that
dealt with cognition could be divided into subsets. These subsets were arranged into a
taxonomy and listed according to the cognitive difficulty — simpler to more complex
forms. In 2000-01 revisions to the cognitive taxonomy were spearheaded by one of
Bloom’s former students, Lorin Anderson, and Bloom’s original partner in defining and
publishing the cognitive domain, David Krathwohl. Please see my page entitled Anderson
and Krathwohl – Bloom’s Taxonomy Revised for further details.
Remember while it is good to understand the history of the older version of this domain, the
newer version has a number of strong advantages that make it a better choice for
planning instruction today. One of the major changes that occurred between the old and
the newer updated version is that the two highest forms of cognition have been
reversed. In the older version the listing from simple to most complex functions was
ordered as knowledge, comprehension, application, analysis, synthesis, and evaluation. In
the newer version the steps change to verbs and are arranged as knowing, understanding,
applying, analyzing, evaluating, and the last and highest function, creating.
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001
1. Knowledge: Remembering or retrieving previously 1. Remembering: Recognizing or recalling knowledge
learned material. Examples of verbs that relate to this function from memory. Remembering is when memory is used to
are: produce or retrieve definitions, facts, or lists, or to recite
previously learned information.
know identify define recall record name
relate list memorize recognize
repeat acquire
2. Comprehension: The ability to grasp or construct meaning 2. Understanding: Constructing meaning from different
from material. Examples of verbs that relate to this function types of functions be they written or graphic messages, or
are: activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.
restate locate identify discuss illustrate
report recognize describe discuss interpret draw
explain express review infer represent
differentiate
conclude
3. Application: The ability to use learned material, or to 3. Applying: Carrying out or using a procedure through
implement material in new and concrete situations. Examples executing, or implementing. Applying relates to or refers
of verbs that relate to this function are: to situations where learned material is used through
products like models, presentations, interviews or
apply relate organize employ practice simulations.
develop restructure calculate show
translate use interpret exhibit
operate demonstrate dramatize
illustrate
4. Analysis: The ability to break down or distinguish the 4. Analyzing: Breaking materials or concepts into parts,
parts of material into its components so that its organizational determining how the parts relate to one another or how
structure may be better understood.Examples of verbs that they interrelate, or how the parts relate to an overall
relate to this function are: structure or purpose. Mental actions included in this
function are differentiating, organizing, and
analyze compare differentiate experiment attributing, as well as being able to distinguish
probe inquire contrast scrutinize betweenthe components or parts. When one is analyzing,
examine contrast investigate detect discover inspect he/she can illustrate this mental function by creating
categorize survey classify dissect spreadsheets, surveys, charts, or diagrams, or graphic
deduce discriminate representations.
separate
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Making judgments based on criteria and
coherent or unique new whole. In the revised version of standards through checking and critiquing. Critiques,
Bloom’s synthesis becomes creating and becomes the last and recommendations, and reports are some of the products
most complex cognitive function. Examples of verbs that that can be created to demonstrate the processes of
relate to the synthesis function are: evaluation. In the newer taxonomy, evaluating comes
before creating as it is often a necessary part of the
compose produce plan invent propose develop precursory behavior before one creates something.
design assemble formulate collect arrange construct
create prepare set up generalize organize
predict modify document originate derive
tell combine relate write propose
6. Evaluation: The ability to judge, check, and even critique 6. Creating: Putting elements together to form a
the value of material for a given purpose. This function goes coherent or functional whole; reorganizing elements into
to #5 in the revised version of Bloom’s. Examples of verbs a new pattern or structure through generating, planning,
that relate to evaluation are: or producing. Creating requires users to put parts together
in a new way, or synthesize parts into something new and
judge assess argue decide validate consider different thus creating a new form or product. This
compare evaluate choose rate select appraise value process is the most difficult mental function in the new
conclude estimate criticize infer taxonomy.
measure deduce
Table 1.1 – (Wilson, L.O. 2001) – Bloom vs. Anderson/Krathwohl revisions
Additional Resources: There are many different types of graphics cleverly depicting the
new versions that can be printed and readily used as everyday references during
instructional planning. In a search engine like Google enter “revised Bloom’s taxonomy” and
view the “images” portion of the search to find many different types of colorful and useful
graphics on this topic.
The Affective or Feeling Domain:
Like cognitive objectives, affective objectives can also be divided into a hierarchy (according
to Krathwohl). This area is concerned with feelings or emotions. Again, the taxonomy is
arranged from simpler feelings to those that are more complex. This domain was first
described in 1964 and as noted before is attributed to David Krathwohl as the primary
author.
1. Receiving
This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to
receive, or selected attention.
feel sense capture experience pursue attend perceive
2. Responding
This refers to the learners’ active attention to stimuli and his/her motivation to learn –
acquiescence, willing responses, or feelings of satisfaction.
conform allow cooperate contribute enjoy satisfy
3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or
commitment. An acceptance, preference, or commitment to a value.
believe seek justify respect search persuade
4. Organization
This refers to the learner’s internalization of values and beliefs involving (1) the
conceptualization of values; and (2) the organization of a value system. As values or
beliefs become internalized, the leaner organizes them according to priority.
examine clarify systematize create integrate
5. Characterization – the Internalization of values
This refers to the learner’s highest of internalization and relates to behavior that reflects (1)
a generalized set of values; and (2) a characterization or a philosophy about life. At this
level the learner is capable of practicing and acting on their values or beliefs.
internalize review conclude resolve judge
Based on:
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives,
Book II. Affective domain. New York, NY. David McKay Company, Inc.
Note: As with all of the taxonomies, in labeling objectives using this domain there has to
be a very clear instructional intention for growth in this area specified in the learning
objective(s). Folks in the sciences and in math often avoid including affective objectives
stating that their areas are not emotional. However, any group work or cooperative exercise
where deportment, or collaborative or cooperative skills are discussed, used, and
emphasized qualifies as having the potential for affective growth. Additionally, if students
are asked to challenge themselves with independently taking risks to develop and present a
hypothesis and/or persuade others on drawn conclusions, or actively take an intellectual
risk whereby they increase in self-confidence, these types of exercises also have the
potential to be affective as well as a cognitive. Also, in areas of potential debate, where
data allows students to draw conclusions about controversial topics or express opinions and
feelings on those topics, this too can be tweaked so there is intentional affective
growth. Since emotion draws both attention and channels strong residual memory, it
behooves all dedicated and artful educators to include affective objectives, no matter what
their discipline or area of study.
The Psychomotor or Kinesthetic Domain
Psychomotor objectives are those specific to discreet physical functions, reflex actions and
interpretive movements. Traditionally, these types of objectives are concerned with the
physically encoding of information, with movement and/or with activities where the gross
and fine muscles are used for expressing or interpreting information or concepts. This area
also refers to natural, autonomic responses or reflexes.
It is interesting to note that while the cognitive taxonomy was described in 1956, and the
affective in 1964, the psychomotor domain were not fully described until the 1970s. And
while I have chosen to use the work of Anita Harrow here, there are actually two other
psychomotor taxonomies to choose from — one from E. J. Simpson (1972) and the other
from R.H. Dave (1970). See full citations and hyperlink below.
As stated earlier, to avoid confusion, if the activity is simply something that is physical which
supports another area — affective or cognitive — term the objective physical rather than
psychomotor. Again, this goes to instructional intent. A primary example of something
physical which supports specific cognitive development and skills might be looking through
a microscope, and then identifying and drawing cells. Here the instructional intent of this
common scientific activity is not to develop specific skilled proficiency in microscope viewing
or in reproducing cells through drawing. Usually the key intent in this activity is that a
physical action supports or is a vehicle for cognitive growth and furthering recognition skills.
The learner is using the physical action to achieve the cognitive objectives — identify,
recognize, and differentiate varied types of cells.
If you are using a physical activity to support a cognitive or affective function, simply label it
as something physical (labeling the objective as kinesthetic, haptic, or tactile is also
acceptable) and avoid the term psychomotor. Rather labeling something psychomotor
means there is a very clear educational intention for growth to occur in the
psychomotor/kinesthetic domain.
Certainly more complex learning objectives can be written so that they that meld 2 or 3
domains. For instance, students can gain appreciation (an affective objective) for the culture
or country of origin through conducting investigations or listening to stories while learning
the dances from other countries. Learning dance steps would fall under “skilled
movements” in the psychomotor domain.
(Terms in this area based on Anita Harrow’s taxonomy).
Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine
and movements that may involve more than one segmented portion of the spine as
intersegmental reflexes (e.g., involuntary muscle contraction). These movements are
involuntary being either present at birth or emerging through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running,
jumping, pushing, pulling and manipulating. They are often components for more complex
actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements),
visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to
take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-
response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games,
sports, dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial
expressions, and/or creative movements like those in mime or ballet. These movements
refer to interpretative movements that communicate meaning without the aid of verbal
commands or help.
